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communication research
Communication Research Asking Questions Finding Answers 4th Edition Joann Keyton - Solutions
9. Create an interpretation for categories or themes of qualitative data.
8. Decide whether a computer program will be helpful in the data analysis process.
7. Recognize when qualitative data analysis is theoretically saturated.
6. Use grounded theory and constant-comparative method to analyze qualitative data.
5. Create a coding scheme for qualitative data.
4. Search textual data for relevant codes to be analyzed.
3. Write an analytical memo.
2. Distinguish between the analysis and interpretation of qualitative data.
1. Distinguish between emic and etic readings of data.
14. Ethnography of communication is a theoret- ically driven method in which researchers
13. Autoethnography is autobiographical, reveals the author's emotions, and is often written in first person.
12. Ethnography is a qualitative research method in which the researcher immerses him or herself in the communication en- vironment for a long time, often becoming one of the interactants.
11. Narratives, or stories, can be collected in interviews, as critical incidents, from ques- tionnaires, from the course of everyday conversation, and in many forms of printed communication.
10. Focus groups take advantage of the chain- ing or cascading of conversation among participants.
9. Focus groups are a practical method for ad- dressing applied communication problems and capturing the ideas of difficult-to-reach populations.
8. Guided by a facilitator, a focus group is composed of 5 to 10 people who respond to the facilitator's question in a group discus- sion format.
7. Most interviews are recorded, transcribed, and verified back to the recording.
6. Researchers use an interview guide com- posed mostly of open questions to encourage the respondent to tell his or her own story.
5. Field interviewing is a practical qualitative method for discovering how people think and feel about communication practices.
4. Interactions with participants and observa- tions of their interactions with others are captured as textual data.
3. Different qualitative research methods create different relationships between researcher and participants.
2. Describing what is occurring is different from analyzing what occurred.
1. Observation and taking notes are two skills required for collecting qualitative data.
6. Are there plausible explanations for the communication described other than the ones presented by the ethnographer?
5. Are the details of the methodology sufficient to warrant the claims made by the researcher?
4. Is the description of the researcher's experience detailed enough for you to feel as if you are there?
3. How does the author describe the method of data collection?
2. Does the author describe the type and length of involvement and interaction with participants?
1. Does the author give details about how he or she entered the scene?
4. Analysis of the data produces deep, thick descriptions and explanation of meanings and functions of communication behavior.
3. Research is focused on a small number of cases even one case in detail can be sufficient.
2. Because the field is underexplored, the re- searcher must work with data that are un- structured or data that do not fit neatly into categories.
1. There is a strong interest in exploring a par- ticular social phenomenon. Researchers are unlikely to have well-developed research questions from which to begin the study because the phenomenon has been unex- plored or underexplored.
9. If you were to create a message to parents encouraging them to eat meals together as a family, what would it say? How would you say it (print, radio, television)? Who would say it (spokesperson)? How would it look? What would attract a parent's attention?
8. What strategies does your family use to make sure you eat meals together as a family? Which strate- gies are most effective? Which strategies are ineffective? (Have you ever tried to make sure you eat meals together as a family? If so, how did you do that? What worked for you and what didn't
7. If you could make shared family mealtimes better, how would you do it?
6. What are some reasons for not eating meals together as a family? What would make it easier for your family to eat meals together as a family?
4. Do you remember having meals together as a family when you were growing up as a child? Can you describe a typical mealtime? 5. What do you think might be benefits of eating meals together as a family?
3. If you were to paint a picture of the ideal mealtime, what would it look like?
2. Can you describe a typical mealtime in your house? (Think about the following: who eats together; where do family members eat-table, counter, living room, etc.; does everyone eat the same thing or do people choose own food; do people do other things while eating, like talking, watching TV, read-
1. What are the challenges that your family experiences when trying to eat meals together as a family?
10. What surprised you the most as a partici- pant in the Second Life support group?
9. Have you developed any personal friend- ships with group members? In what capacity?
8. What is your relationship with the group members in the Second Life support group?
7. What do you like least about participating in this support group in Second Life?
6. In what ways do you believe the Second Life support group is helpful to you?
5. What influences your satisfaction?
4. On a scale from 1-7, where 7 is very satis- fied, how satisfied are you with your experi- ence in this support group in Second Life?
3. What motivated you to participate in the Second Life support group?
2. Have you participated in any online discus- sion boards in addition to the support group in Second Life? If yes: How does participation in Second Life support group differ from a typical online discussion board?
1. I know you attend the Second Life support group: 1.a Do you also go to face-to-face meetings outside Second Life? 1.b How does your participation in the Second Life support group differ from your face-to-face support group participation?
6. Verify or validate data obtained from other sources.
5. Uncover the distinctive language and communication style used by the partici- pant in his or her natural communication environment.
4. Gain an understanding of a communica- tion event or process from the participant's perspective.
3. Develop a relationship with the participant to infer communication properties and processes.
2. Learn about events and interactions that cannot be directly observed.
1. Inquire about occurrences in the past.
Described legal obligations of board members
Related own experiences
Then used discussion questions about these issues to create interaction with large audience
Described importance of board participation
Defined nonprofit
Modeled way to get attention (see above)
15. Explain the researcher's role in ethnography.
14. Describe the benefits of ethnographic research.
13. Identify several ways to collect narratives.
12. Conduct a focus group.
11. Develop a focus group outline.
10. Find and select appropriate focus group participants.
9. Conceptualize and plan for a focus group.
8. Use open questions in conducting a field interview.
7. Conceptualize and plan for a field interview.
6. Evaluate the method used for its ability to produce credible data.
5. Identify the basic steps or process the researcher uses to collect qualitative data.
4. Select the most appropriate qualitative research method for your research purpose or research question.
3. Distinguish among the various forms of qualitative research methods.
2. Document data as evidence in complete and detailed notes
1. Select effective and appropriate data observation strategies.
11. Who the researcher is his or her qualities and attributes will affect what and how he or she observes.
10. Have you identified and acknowledged the biases you bring to the research process?
9. Have you considered how theory informs your study? Are you working from an es- tablished theory? Or are you attempting to contribute to theory development?
8. Have you addressed credibility issues?
7. Have you selected one or more qualitative techniques for collecting data?
6. What is the time frame for your study?
5. Do you need informed consent?
4. Have you considered potential ethical issues associated with your study?
3. Have you negotiated access and entry to the site and participants?
2. Have you identified a site and participants?
1. What questions guide your study?
9. Does the researcher address his or her biases or the impact of his or her role on the data collected?
8. Did the researcher use any form of triangulation?
7. Does the researcher explain how notes were collected, managed, and interpreted?
6. What was the time frame of the observations?
4. Does the researcher identify key informants? 5. What interaction setting did the researcher observe?
3. Does the researcher provide information about how rapport or credibility was established with participants?
2. Did the researcher enter the interaction environment in such a way as to develop trust and intimacy with research participants?
1. What observer role did the researcher assume? Was he or she also a participant?
Unson, Trella, Chowdhury, and Davis (2008) interviewed 38 women in their homes; each interview lasted between one and a half and two hours.
Prentice (2008) examined how the new- comer in-law became part of the family. She conducted interviews with 42 participants. Transcribed interviews resulted in 534 single- spaced pages.
Smith, Coffelt, Rives, and Sollitto (2012) con- ducted 29 interviews with 29 victims of an ice storm. Interviews averaged 27 minutes with the longest interview lasting 52 minutes. The transcribed interviews resulted in 186 single- spaced typed pages.
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